Acceptability and satisfaction of a mindfulness-based healthy eating and stress management program targeting economically marginalized families in a pilot trial.

Abstract

Objectives: To inform and improve future program development, particularly with economically marginalized families, this study aimed to examine the acceptance and satisfaction of a mindfulness-based healthy eating and stress management program among participating parents and daycare teachers in a pilot trial.

Methods: A mixed-methods study was conducted to evaluate a 14-week mindfulness-based program implemented with 107 English-speaking Head Start children (ages 3-5 years) and their parents. The program included a school-based mindful eating curriculum, a home-based parent component to promote mindful eating and reduce parental stress, and a bridging activity connecting home practice with school learning. Quantitative evaluation data were collected from 84 parents (Mage = 30.12 years) and 12 teachers (Mage = 43.92 years) via Qualtrics. Semistructured interviews were conducted with 20 parents (Mage = 31.55 years). Descriptive statistics and thematic analysis were used to analyze data.

Results: Both quantitative (95.2%) and qualitative data demonstrated overall satisfaction with the entire program. About 83%-92% of teachers and 85% of parents considered the school-based curriculum to be satisfactory and acceptable. About 88%-100% of parents were satisfied with the Facebook private group and parent meetings. Approximately 91% of parents found the child letters helpful in connecting and translating school learning into mindful practices at home.

Conclusions: Results demonstrate high levels of acceptance and satisfaction with the mindfulness-based program among economically marginalized families and daycare teachers. Findings provide several key implications for future interventions to incorporate a mindful eating curriculum into daycare routines, proactively connect home practices with school learning to enhance the interactive influence between children and parents, and form a virtual peer support community through social media platforms and group meetings.